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Full-Text Articles in Sociology
Arriving: Expanding The Personal State Sequence, Danielle M. Pillet-Shore
Arriving: Expanding The Personal State Sequence, Danielle M. Pillet-Shore
Communication
When arriving to a social encounter, how and when can a person show how s/he is doing/feeling? This article answers this question, examining personal state sequences in copresent openings of casual (residential) and institutional (parent-teacher) encounters. Describing a regular way participants constitute – and move to expand – these sequences, this research shows how arrivers display a non-neutral (e.g., negative, humorous, positive) personal state by both (i) deploying interactionally-timed stance-marking embodiments that enact a non-neutral state, and (ii) invoking a selected previous activity/experience positioned as precipitating that non-neutral state. Data demonstrate that arrivers time their non-neutral personal state displays calibrated …
How To Begin, Danielle M. Pillet-Shore
How To Begin, Danielle M. Pillet-Shore
Communication
This article introduces the special issue of Research on Language and Social Interaction organized around the theme “Opening and Maintaining Face-to-Face Interaction.” The contributions to this special issue collectively consider “how to begin” – either a new encounter, or a new sequence after a lapse in conversation. All articles analyze naturally-occurring, videorecorded episodes of casual and/or institutional copresent interaction using multimodal conversation analytic methods. Though the opening phase of a face-to-face encounter may elapse in a matter of seconds, this article shows it to house a dense universe of phenomena central to sustaining our human sense of self and our …
Being A "Good Parent" In Parent-Teacher Conferences, Danielle M. Pillet-Shore
Being A "Good Parent" In Parent-Teacher Conferences, Danielle M. Pillet-Shore
Communication
This research advances our understanding of what constitutes a "good parent" in the course of actual social interaction. Examining video-recorded naturally occurring parent-teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers’ actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence -- appropriate involvement with children’s schooling -- by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) …